Primary School Principals in Ethiopia: Selection and Preparation

Autor/in	Gurmu, Tesfaye Gemechu
Titel	Primary School Principals in Ethiopia: Selection and Preparation
Quelle	In: Educational Management Administration & Leadership, 48 (2020) 4, S.651-681 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gurmu, Tesfaye Gemechu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143219836673
Schlagwörter	Elementary Schools; School Administration; Principals; Foreign Countries; Administrator Education; Personnel Selection; Program Effectiveness; Program Length; Selection Criteria; Educational Change; College Faculty; Central Office Administrators; Administrator Attitudes; Teacher Attitudes; Graduate Study; Ethics; Professional Education; Competency Based Education; Politics of Education; Ethiopia + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Ausland; Personalauswahl; Personalentscheidung; Selection criterion; Auslesekriterium; Bildungsreform; Fakultät; Lehrerverhalten; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ethik; Berufsausbildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Educational policy; Bildungspolitik; Äthiopien
Abstract	The study is an explanatory qualitative research that seeks to investigate the processes of Ethiopian primary school principals' selection and training for professionalising principals. The participants are seven faculty members, 11 school principals and five education officials. Data are collected through semi-structured interview, focus group discussion and document analysis that are analysed thematically. Findings of the study show that the denial of principalship to professional graduates and political affiliation lens are scenarios that inform principals' selection for leadership positions. Selection criteria that give emphasis to university degree Grade Point Average (GPA), teaching experience and performance are deciding who is selected for postgraduate diploma in school leadership (PGDSL) training. These indicate the gap the selection processes have in selecting competent leaders for the training. The study also shows that the duration of the primary school principals' training is short. Its curriculum lacks depth and breadth. Albeit the training helps trainees to be familiarised with school leading, it is deficient in informing principalship professionalisation. The Ministry of Education, therefore, needs to revisit the selection and training processes so that proper criteria and procedures, inform the selection and training of competent professionals needed in the area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01